Race Tracks: Career Aspirations and Feelings of Isolation in the Mainstream Classroom

Situated within scholarly research on tracking, within-school racial segregation, and student career aspirations, this qualitative study examines how three Black students in the mainstream program at a magnet high school in the Southeastern United States discussed their career aspirations. Results i...

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Bibliographic Details
Published in:Education and urban society 2020-02, Vol.52 (2), p.284-311
Main Author: McCardle, Todd
Format: Article
Language:English
Subjects:
African American Students
Aspiration
At Risk Students
Barriers
Career aspirations
Career Choice
Careers
Classrooms
College Applicants
College Attendance
Cultural Capital
Education policy
Educational Policy
High School Students
Magnet Schools
Marginality
Minority groups
Occupational Aspiration
Qualitative research
Race
Racial Segregation
Secondary school students
Secondary schools
Social Capital
Social isolation
Student Attitudes
Students
Track System (Education)
Tracking
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Summary:Situated within scholarly research on tracking, within-school racial segregation, and student career aspirations, this qualitative study examines how three Black students in the mainstream program at a magnet high school in the Southeastern United States discussed their career aspirations. Results indicate that while each participant aspired to attend college, their isolation from the social and cultural capital needed to successfully apply for colleges and their academic status within their school would serve as hindrances in gaining access to institutions that would help them accomplish their career aspirations. The data reveal a need to challenge educational policy such as tracking that has historically targeted and marginalized students of color and continues to provide unnecessary obstacles as they seek to reach their ambitions.
ISSN:0013-1245
1552-3535
DOI:10.1177/0013124519846277